A autorregulação da aprendizagem em Programa Institucional de Acolhimento e Suporte ao aluno universitário: os professores como parceiros
Resumo
O presente artigo visa traçar um panorama da necessidade e das possibilidades de suporte psicopedagógico ao aluno universitário, como uma das diretrizes fundamentais para alcance da missão da universidade no cenário de reforma do Ensino Superior, que tem como dois dos seus pressupostos o aluno como protagonista da formação e o desenvolvimento docente como condição para que mudanças sejam promovidas. Argumentação dar-se-á com base na discussão e pesquisas recentes acerca deste tema e na experiência de trabalho desenvolvido com universitários e professores da área da saúde em uma IES brasileira, por meio de ações desenvolvidas pelo Núcleo de Apoio Psicopedagógico (NAP) da universidade. Dentre as atividades realizadas pelo NAP, dar-se-á destaque ao Programa de Tutoria - acolhimento e acompanhamento de alunos da graduação por professores-tutores, com a realização de práticas educativasfocadas no alcance de objetivos nas dimensões pessoal, acadêmica e profissional, bem como na proposição de atividades de formação humanística e cultural, destinadas ao desenvolvimento psicossocial dos estudantes. Relata-se a experiência desenvolvida com fundamentação na teoria sociocognitiva e em programa para o desenvolvimento de competências entre estudantes universitários de Rosário et al (2006), tendo como parceiros os professores tutores do Programa de Tutoria na universidade (acolhimento e suporte aos alunos, em especial os ingressantes). A metodologia seguiu o padrão realizado nas experiências portuguesas para aplicação de programas de autoregulação da aprendizagem: sessões de 90 minutos, com intevalos quinzenais, das quais participaram 20 professores, no ano de 2011. A experiência teve ótima aceitação entre os professores que se sentiram motivados pela proposta e pela possibilidade de aplicação no contexto do programa de suporte e acolhimento aos alunos universitários.
Palavras-chave: estratégias autorregulatórias no ensino superior; Programa de acolhimento ao aluno; professores-tutores; desenvolvimento docente.
Self-regulating learning in an Institutional Welcoming and Support Program for university students: professors as partners
AbstractThe present article sets a paradigm of the needs and possibilities to the psychopedagogical support for university students, as fundamental guideline to the accomplishment of the academic goal in the context of re- modelling university teaching. Such endeavor is two fold: it holds the student as a main social performer of its growth, and also the educator’s development as a condition for changes to take place. The reasoning will be based upon discussion of recent research on the topic, as also upon the work experience with university students and professors in the field of health sciences in a Brazilian University Teaching Institution (UTI), thorough projects implemented by the Psychopedagogical Support Center (PSC) in the university. Among the projects implemented by the PSC this article will highlight the Tutoring Program in which tutoring professors welcome and monitor undergraduate students. Such Tutoring Program focuses on educational practices aims at reaching educational goals in thepersonal, academic and professional dimensions, as well as on proposing humanistic and cultural activities, to the undergraduate students psychosocial development. An experience based upon the socio-cognitivist theory in a program to the development of university students competences is reported , according to ROSÁRIO, NÚÑEZ and PIENDA (2006), having as its partners tutoring professors in the deed of welcoming and supporting students, especially beginners). The methodology to the application of self-regulating programs in learning follows the same pattern as in the Portuguese universities: 90-minute sessions in which 20 professors took part, within fortnight periods in which 20 professors participated along the year of 2011. The experience had an excellent acceptance among these participant professors who felt motivated by the proposal as well as by the possibility of its application in the support program context to welcome undergraduate students.
KeyWords: self-regulatory strategies in university teaching; Student Welcoming Program; tutoring professors; professor development.
Palavras-chave: estratégias autorregulatórias no ensino superior; Programa de acolhimento ao aluno; professores-tutores; desenvolvimento docente.
Self-regulating learning in an Institutional Welcoming and Support Program for university students: professors as partners
AbstractThe present article sets a paradigm of the needs and possibilities to the psychopedagogical support for university students, as fundamental guideline to the accomplishment of the academic goal in the context of re- modelling university teaching. Such endeavor is two fold: it holds the student as a main social performer of its growth, and also the educator’s development as a condition for changes to take place. The reasoning will be based upon discussion of recent research on the topic, as also upon the work experience with university students and professors in the field of health sciences in a Brazilian University Teaching Institution (UTI), thorough projects implemented by the Psychopedagogical Support Center (PSC) in the university. Among the projects implemented by the PSC this article will highlight the Tutoring Program in which tutoring professors welcome and monitor undergraduate students. Such Tutoring Program focuses on educational practices aims at reaching educational goals in thepersonal, academic and professional dimensions, as well as on proposing humanistic and cultural activities, to the undergraduate students psychosocial development. An experience based upon the socio-cognitivist theory in a program to the development of university students competences is reported , according to ROSÁRIO, NÚÑEZ and PIENDA (2006), having as its partners tutoring professors in the deed of welcoming and supporting students, especially beginners). The methodology to the application of self-regulating programs in learning follows the same pattern as in the Portuguese universities: 90-minute sessions in which 20 professors took part, within fortnight periods in which 20 professors participated along the year of 2011. The experience had an excellent acceptance among these participant professors who felt motivated by the proposal as well as by the possibility of its application in the support program context to welcome undergraduate students.
KeyWords: self-regulatory strategies in university teaching; Student Welcoming Program; tutoring professors; professor development.